Conference Session

Assessment

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alan Cheville, Bucknell University; Michael S. Thompson, Bucknell University

Tagged Divisions

Design in Engineering Education

Paper ID #9582Aligning Design to ABET: Rubrics, Portfolios, and Project ManagersDr. Alan Cheville, Bucknell University Alan Cheville studied optoelectronics and ultrafast optics at Rice University, followed by fourteen years as a faculty member at Oklahoma State University working on terahertz frequencies and engineering edu- cation. While at Oklahoma State he developed courses in photonics and engineering design. After serving for two and a half years as a program director in engineering education at the National Science Founda- tion, he took a chair position in electrical engineering at Bucknell University. He is

Conference Session

Design Across the Curriculum

Collection

2014 ASEE Annual Conference & Exposition

Authors

Aruna Shekar, Massey University

Tagged Divisions

Design in Engineering Education

- opment from Massey University, and has supervised several postgraduate students. She has lead several research and consultancy projects and received external grants for industrial projects. Aruna has coordi- nated the collaborative product development projects with industry for several years. She is a Foundation Board member of the Product Development & Management Association in New Zealand (www.pdma- nz.org). She is part of the Innovationz group, a team of researchers funded by the NZ government to support local manufacturers enhance their product development practices. She is passionate about fos- tering creative and innovative thinking, and providing project-based learning opportunities in product development

Conference Session

Assessment

Collection

2014 ASEE Annual Conference & Exposition

Authors

Marie C. Paretti, Virginia Tech; Benjamin David Lutz, Virginia Tech

Tagged Divisions

Design in Engineering Education

Paper ID #9982Student Perceptions of Project Mentoring: What Practices and BehaviorsMatter?Dr. Marie C Paretti, Virginia Tech Marie C. Paretti is an Associate Professor of Engineering Education at Virginia Tech, where she co- directs the Virginia Tech Engineering Communications Center (VTECC). Her research focuses on com- munication in engineering design, interdisciplinary communication and collaboration, design education, and gender in engineering. She was awarded a CAREER grant from the National Science Foundation to study expert teaching in capstone design courses, and is co-PI on numerous NSF grants exploring com

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ana Elisa E. Goulart, Texas A&M University

Tagged Divisions

Design in Engineering Education

at Georgia Tech, Atlanta, GA, in 2005. She is currently an Associate Professor in the Electronics Systems Engi- neering Technology program at Texas A&M University, in College Station, TX. Her research interests include protocols for real-time voice and video communications and their performance, IP-based emer- gency communications, last-mile communication links for the SmartGrid, rural telecommunications, and behavior-driven development. Page 24.1322.1 c American Society for Engineering Education, 2014Using Behavioral Driven Development (BDD) in a Capstone Design Project

Conference Session

DEED Melange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sara A. Atwood, Elizabethtown College; Matthew T. Siniawski, Loyola Marymount University; Adam R. Carberry, Arizona State University

Tagged Divisions

Design in Engineering Education

Paper ID #8810Using Standards-based Grading to Effectively Assess Project-based DesignCoursesDr. Sara A. Atwood, Elizabethtown College Dr. Sara Atwood is an Assistant Professor of Engineering and Physics at Elizabethtown College in Penn- sylvania, where she teaches mechanical engineering and design courses. Her research interests include recruitment and retention of women in engineering, K12 outreach, and creativity as a factor in the success of engineering students. She received her PhD in Mechanical Engineering from UC Berkeley and her BA in Engineering Sciences from Dartmouth College.Dr. Matthew T. Siniawski, Loyola

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeffrey T. Huffman P.E. P.E., Marshall University

Tagged Divisions

Design in Engineering Education

Paper ID #10146A Real World Design Project in a One Semester Civil Engineering CapstoneDesign CourseProf. Jeffrey T. Huffman P.E. P.E., Marshall University Jeffrey T. Huffman is an Assistant Professor of Engineering in the Weisberg Division of Engineering at Marshall University in Huntington, West Virginia. He has four years of teaching experience as well as 22 years of experience in engineering consulting and management. Jeff received his BSCE and MSCE de- grees from Virginia Tech and is a registered Professional Engineer in five states. He conducts research and teaches courses in geotechnical engineering, civil

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Claire Yu Yan P.Eng., University of British Columbia; Vladan Prodanovic P.Eng., University of British Columbia, Okanagan; Ray Taheri

Tagged Divisions

Design in Engineering Education

Paper ID #8395Engineering Students’ Perception of Project Based Learning Activities at theSchool of Engineering, UBC Okanagan CampusDr. Claire Yu Yan P.Eng., University of British Columbia Dr. Claire Y. Yan is a senior instructor in the School of Engineering, UBC Okanagan campus. She received her B.Sc. and M.Sc. degrees from Xi’an Jiaotong University, China and Ph.D. degree from the University of Strathclyde in the UK. Prior to joining UBC in 2008, she worked as a research scientist at Ryerson University in Toronto. Along her career, she has been involved in various research projects in the area of CFD, heat and mass

Conference Session

Design Realization

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ari W. Epstein, Massachusetts Institute of Technology; Stephen Rudolph, Massachusetts Institute of Technology; Herbert H. Einstein, Massachusetts Institute of Technology; Pedro M. Reis, Departments of Civil & Environmental Engineering and Department of Mechanical Engineering, Massachusetts Institute of Technology

Tagged Divisions

Design in Engineering Education

Paper ID #9085Enhancing Design Students’ Comfort and Versatility in the Shop: A Project-Based ApproachDr. Ari W Epstein, Massachusetts Institute of Technology ARI W. EPSTEIN is a Lecturer in the Terrascope program and the Department of Civil and Environ- mental Engineering (CEE) at the Massachusetts Institute of Technology (MIT), where he specializes in team-oriented, project-based, student-driven learning. He is particularly interested in developing ways to integrate free-choice learning (the kind of learning promoted by museums, community-based organiza- tions, media and other outlets) into the academic curriculum

Conference Session

Developing the Design Skillset

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette; Paul D. Mathis, Engineering Education

Tagged Divisions

Design in Engineering Education

interview to describe their experiences on innovation projects and views ofinnovation. The data sources were audiovisual recordings, written work, and sketches andwriting captured with smart pens. Our analysis resulted in three key findings. First, studentsoften did not see themselves as creative. Second, they avoided creative solutions that were notimmediately feasible. Third, they limited themselves to familiar tasks that aligned with theiracademic discipline. Interview responses indicated that these behaviors represented responses toconstrained project and educational environments as well as technical and feasibility orientationsdeveloped in school. We conclude with recommendations for engineering design educationpractice.IntroductionCreativity

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cyrus Habibi P.E., Minnesota State University, Mankato; Jeffrey Lange, Iron Range Engineering

Tagged Divisions

Design in Engineering Education

Paper ID #10127Industry-sponsored Vs. Internal design projects at the Iron Range Engineer-ing ProgramDr. Mohammad Habibi, Minnesota State University, MankatoJeffrey Lange, Iron Range Engineering Jeffrey Lange graduated from Iron Range Engineering (IRE) in 2012 with his Bachelors of Science in Engineering with an emphasis in electrical engineering. He is currently working as a Project Mentor at IRE and passing on the knowledge and the love of the program that he developed as a student. Jeffrey completed his first two years of schooling at Anoka Ramsey Community College and then transferred to the University of Minnesota, Twin

Conference Session

Assessment

Collection

2014 ASEE Annual Conference & Exposition

Authors

Megan Kenny Feister, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette; Qin Zhu, Purdue University

Tagged Divisions

Design in Engineering Education

Paper ID #9949The Discourse of Design: Examining students’ perceptions of design in mul-tidisciplinary project teamsMegan Kenny Feister, Purdue University, West Lafayette Megan K. Feister is a doctoral candidate in the Brian Lamb School of Communication at Purdue Uni- versity. Her research focuses on organizational identity and socialization, team communication, ethical reasoning development and assessment, and innovation and design. Megan holds a B.A. in communica- tion from Saint Louis University and a M.A. in Organizational Communication from the University of Cincinnati.Dr. Carla B. Zoltowski, Purdue University, West

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ala A. Qattawi, Automotive Engineering Department at Clemson University –International Center for Automotive Research (CU-ICAR); Paul J. Venhovens, Clemson University; Johnell Brooks, Clemson University

Tagged Divisions

Design in Engineering Education

Paper ID #9639Rethinking Automotive Engineering Education – Deep Orange as a Collabo-rative Innovation Framework for Project-Based Learning Incorporating Real-World Case StudiesDr. Ala A. Qattawi, Automotive Engineering Department at Clemson University –International Center forAutomotive Research (CU-ICAR) Dr. Ala Qattawi, Clemson University Ala Qattawi is a post-doctoral fellow at Clemson University- International Center for Automotive Engineering (CU-ICAR). She received her PhD in automotive en- gineering from Clemson University in 2012 and became the first women in USA to earn a PhD degree in that field. Dr. Qattawi’s area

Conference Session

Best of DEED

Collection

2014 ASEE Annual Conference & Exposition

Authors

R. Keith Stanfill, University of Florida; Amy Rigby, www.amywriting.com; Maureen Milch, University of Florida

Tagged Divisions

Design in Engineering Education

Paper ID #10569The Professional Guide: A Resource for Preparing Capstone Design Studentsto Function Effectively on Industry-sponsored Project TeamsDr. R. Keith Stanfill, University of Florida B.S., M.E., and Ph.D. degree in mechanical engineering University of Florida Dr. R. Keith Stanfill is the Director of the Integrated Product and Process Design Program and an Engineer for the Department of Industrial and Systems Engineering. His interests include technology transfer, entrepreneurship, product development, design education and Design for X. Dr. Stanfill has over ten years’ industrial experience with United

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jianghong (Esther) Tian, Eastern Mennonite University

Tagged Divisions

Design in Engineering Education

. Page 24.44.1 c American Society for Engineering Education, 2014 A design approach in an Introduction to Engineering courseAbstractDesign is the essence of engineering. Because of its core values in engineering education andresearch as well as in industry, I decided to incorporate engineering design as the main theme ofthe Introduction to Engineering course at Eastern Mennonite University (EMU). Following afive-stage prescriptive model (problem definition, conceptual design, preliminary design,detailed design, and design communication) in their design process, students worked on twocollaborative projects: the design and construction of a solar-powered cell phone charger and apersistence of vision wand. In

Conference Session

Capstone Design

Collection

2014 ASEE Annual Conference & Exposition

Authors

Bridget M. Smyser, Northeastern University; Beverly Kris Jaeger, Northeastern University

Tagged Divisions

Design in Engineering Education

building prototypes to solve real-worldproblems sponsored by industry and research faculty. Industrial Engineers (IE), by the nature oftheir discipline, often work on problems that do not involve a physical object. Instead, thedeliverables may be simulations, facility layouts, procedural modifications, databases, or otherprocesses or products less tangible than a physical prototype. Previous work by one of theauthors presented a validated scheme for assessing Mechanical Engineering (ME) solutionsbased on examination of the Executive Summary document written three weeks before the end ofthe Capstone course. For the present work, this same evaluation scheme was applied to theIndustrial Engineering projects presented during the past seven years. The

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Martin William Weiser, Eastern Washington University; Hani Serhal Saad, Eastern Washington University; Robert E. Gerlick, Eastern Washington University

Tagged Divisions

Design in Engineering Education

produce a total of15 fully functioning products. This was a good approach to the course when the students were amix of MET and applied technology students. When the ME degree was added to the program in2010, the course shifted more to a research and development focus than production. It requiresone single functioning prototype instead of 15, and has ME and MET students working togethersince a separate capstone course was created for the applied technology students. This hasdefinitely increased the complexity of the projects and made it easier to reach out to assist localindustry. In order to successfully complete these projects, students must spend a lot of time onresearch and design before they begin building their working prototype. This was

Conference Session

Design Across the Curriculum

Collection

2014 ASEE Annual Conference & Exposition

Authors

David Sirkin, Stanford University; Wendy G. Ju, Stanford University

Tagged Divisions

Design in Engineering Education

vehicleof interactive device design. Students having a general familiarity with the products of electricalengineering engage with the underlying tools and technologies that make such products possible.By focusing the class project on the design of a digital music player, we aim to attract a broaddemographic, and to illustrate how human-centered design considerations can to be integratedinto the system design process.We present this course description—which encompasses motivation, implementation and as-sessment—to provide insights and inspiration for those looking to teach similar courses.1 IntroductionBuild a better music player—yourself! is how Interactive Device Design is advertised to studentsconsidering a concentration in engineering. The

Conference Session

Capstone Design

Collection

2014 ASEE Annual Conference & Exposition

Authors

Bob Rhoads, The Ohio State University; Clifford A Whitfield, Ohio State University; Jacob T Allenstein, The Ohio State University; Peter Rogers, The Ohio State University

Tagged Divisions

Design in Engineering Education

CapstoneDesign course where teams work on company-sponsored projects. Teams include bothengineering and non-engineering students and projects include product, process, and systemdesign opportunities. This active learning opportunity allows students to apply their academic,professional, and practical skills to real-world problem solving. This two-semester programbegins with a seven-week pre-capstone course. During this time the capstone coordinators formteams based on student preference and disciplines appropriate to the project scope. Thecoordinators assign a faculty advisor and identify an industry liaison to provide leadership andcoaching throughout the project.The program enhances critical thinking skills by providing open-ended projects. By

Conference Session

DEED Melange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Courtney Pfluger, Northeastern University; Kathryn Schulte Grahame, Northeastern University

Tagged Divisions

Design in Engineering Education

CourseAbstractEngineering Design is a project-based first-year student course that introduces systematicengineering design methods. Using the engineering design cycle, students are walked througheach phase of the cycle using real world examples. Two faculty members introduced asustainability theme into the existing project-based course to around 180 students (approximatelyone third of the incoming freshman). With the university’s mission to become a more sustainablyaware campus, this piloted theme synchronized well with long term goals. Thematicsustainability lessons that focused on water, materials, and alternative energy technologies wereintroduced throughout the course alongside traditional methods used to teach the engineeringdesign cycle and culminated with a

Conference Session

Developing the Design Skillset

Collection

2014 ASEE Annual Conference & Exposition

Authors

Daria A. Kotys-Schwartz, University of Colorado, Boulder; Shanna R. Daly, University of Michigan; Seda McKIlligan, Iowa State University; Daniel Knight, University of Colorado, Boulder; Madeline Polmear

Tagged Divisions

Design in Engineering Education

return to graduate school. She teaches design and entrepreneurship courses at the undergraduate and graduate levels. Her work is often cross-disciplinary, collaborating with colleagues from engineering, education, psychology, and industrial design.Prof. Seda Yilmaz, Iowa State UniversityDr. Daniel Knight, University of Colorado, Boulder Dr. Daniel Knight is the Program Assessment and Research Associate with the Design Center Colorado in the Department of Mechanical Engineering, College of Engineering and Applied Science at University of Colorado Boulder. Dr. Knight’s duties include assessment, program evaluation, education research, and teambuilding for the Center’s hands-on, industry-sponsored design projects. Dr

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

Design in Engineering Education

more educators are becoming aware of the issues of design, and steps arebeing taken world wide to address the concerns of industry at large. One approach has been toform “symbiotic” partnership between industry and academia through senior capstone projects. Page 24.948.2The capstone course has evolved over the years from “made up” projects devised by faculty toindustry-sponsored projects where companies provide “real” problems, along with expertise andfinancial support. In fact, design courses, in general, have emerged as a means for students to beexposed to some flavor of what engineers actually do; and also, could learn the basic elements

Conference Session

Capstone Design

Collection

2014 ASEE Annual Conference & Exposition

Authors

Briana Lucero, Colorado School of Mines; Cameron J Turner P.E., Colorado School of Mines

Tagged Divisions

Design in Engineering Education

incorporating communities in the design process. Teaching students to designwith communities and not for communities is dependent upon the context of the design process.This paper addresses the pedagogy of social engineering in the capstone design projects rooted inthe framing of the design process for collaborative creativity.The programs that enact multidisciplinary curriculums are exemplar in satisfying the ABET a-kguidelines. Institutions of higher education that additionally use multi-year projects and employdesign progression though the undergraduate curriculum have more success in generatingprojects that have lasting effects on the communities. Due to the long-term commitment of thestudents to a specific project or community, there is greater

Conference Session

DEED Melange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Libby Osgood P. Eng, Dalhousie University and University of Prince Edward Island; Clifton R Johnston P.Eng., Dalhousie University

Tagged Divisions

Design in Engineering Education

techniques in engineering education, specifically service learning and social justice.Dr. Clifton R Johnston P.Eng., Dalhousie University Page 24.360.1 c American Society for Engineering Education, 2014 Design Ability Assessment TechniqueThere is an ongoing debate to determine which engineering design projects provide the greatestlearning opportunity for students. Variations include: whether the client is hypothetical, fromindustry, or a member of a community organization, whether the product is a paper design,prototype, or fully functioning product, and whether the length of

Conference Session

Design Across the Curriculum

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer Buelin-Biesecker, North Carolina State University; Cameron Denson, North Carolina State University

Tagged Divisions

Design in Engineering Education

1. However, a perceived inability to assess creative attributes of students’ work has oftenprecluded creativity instruction in the classroom. The Consensual Assessment Technique (CAT)has shown promise in a variety of domains for its potential as a valid and reliable means ofcreativity assessment. Relying upon an operational definition of creativity and a group of ratersexperienced in a given domain, the CAT offers the field of engineering education an assessmentmethod that has demonstrated discriminant validity for dimensions of creativity as well as fortechnical strength and aesthetic appeal. This paper reports on a web-based adaptation of the CATfor rating student projects developed during a week-long engineering camp. High school

Conference Session

Assessment

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alexandra Emelina Coso, Georgia Institute of Technology; Amy Pritchett, Georgia Institute of Technology

Tagged Divisions

Design in Engineering Education

. However, resources are limited for assessing students’ abilitiesto consider design from a broad perspective and to account for a design’s impact on itsstakeholders. The purpose of this paper is to introduce a rubric to assess how students perceiveand integrate stakeholders into the design of a complex system. Following a description of therubric and its development, this paper describes results from the initial application and evaluationof the rubric by a panel of faculty, graduate students, and research scientists, as they used therubric to assess aircraft design projects. This initial evaluation demonstrated the strengths of therubric (particularly with regards to validity) and how the reliability of the ratings among raterswas sensitive to the

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Pete Hylton, Indiana University Purdue University, Indianapolis; Wendy Otoupal-Hylton, Indiana University Purdue University, Indianapolis

Tagged Divisions

Design in Engineering Education

toMotorsports Engineering) and re-activation of one that had been in hiatus (Internal CombustionEngines), the program quickly gained momentum1. The three classes filled easily and there werenumerous volunteers after the announcement of a student project to build a racecar on campus.Within two years, the motorsports program had grown to the point that the classes were beingoffered as part of a Motorsports Technology Certificate. The racecar which was built as astudent project, shown in Figure 1, was actively and successfully competing in Sports Car Clubof America (SCCA) competition. Additionally, the School of Liberal Arts had recognized themomentum of the engineering program and created its own Motorsports Studies Certificate2 for

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ang Liu, University of Southern California; Stephen Y. Lu, University of Southern California

Tagged Divisions

Design in Engineering Education

key functions of complex systems. To date, however,few efforts have been devoted to apply the IDEF0 method to model a design course as a complexsystem. Next, we explain our interpretation of a (good) “design thinking” course with respect tothe four IDEF0 building blocks: input, output, mechanism, and control. The conceptual model isillustrated in Figure 1.Input of a “design thinking” course includes both design methods and design projects. Theformer specifies a particular process (or pattern) of performing design, which the instructor cansystemically teach step-by step. Whereas the latter allows the students to practice the newmethods that they learnt by solving real-world design problems. In some sense, a certain designmethod can be

Conference Session

Capstone Design

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gene Dixon, East Carolina University

Tagged Divisions

Design in Engineering Education

Paper ID #8477Technical Design Reviews in CapstoneDr. Gene Dixon, East Carolina University Gene Dixon is a tenured Associate Professor at East Carolina where he teaches aspiring engineers at the undergraduate level. Previously he has held positions of responsibility in industry with Union Carbide, Chicago Bridge & Iron, E.I. DuPont & deNemours, Westinghouse Electric, CBS, Viacom and Wash- ington Group. Positions include project engineer, program assessor, senior shift manager, TQM coach, and production reactor outage planner. He received a Ph.D. in Industrial and Systems Engineering and Engineering Management

Conference Session

Developing the Design Skillset

Collection

2014 ASEE Annual Conference & Exposition

Authors

Claes Fredriksson, Granta Design, Cambridge (UK); Mats Eriksson, Univeristy West; Hannah Melia, Granta Design, Ltd.

Tagged Divisions

Design in Engineering Education

industry, consists of all the necessary steps tobring a new or redesigned product to the market. Although the process is practiced in manydifferent ways, depending on, for instance, company size and customer requirements, there aremany common elements. These need to be covered by University teaching to prepare studentsfor jobs in industry. This paper considers how students can be supported to make open, creativeand well informed decisions in several stages of the product development process.A teaching approach suitable for the product development process is described and investigated.The pedagogic context of the approach is project based learning in small student groups withshort regular meetings with an instructor for consultation and supervision

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Bushra Tawfiq Chowdhury, Virginia Tech; Stephanie Marie Kusano, Virginia Tech; Aditya Johri, George Mason University; Akshay Sharma, Virginia Tech, Industrial Design

Tagged Divisions

Design in Engineering Education

, Fairfax, VA, USA. He studies the use of informa- tion and communication technologies (ICT) for engineering learning and knowledge sharing, with a focus on cognition in informal environments. He is a co-editor of the Cambridge Handbook of Engineering Ed- ucation Research (CHEER), Cambridge University Press (2014). He can be reached at ajohri3@gmu.edu. More information about him is available at: http://mason.gmu.edu/˜ajohri3Prof. akshay sharma, Virginia Tech, Industrial Design Akshay Sharma, an Associate Professor, is passionate about creating thin interfaces in analogue as well as digital media and about using design as a catalyst for the empowerment of women. Currently he is working on projects related to: micro